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Volume 5, Issue 8(Suppl) J Nurs Care 2016
ISSN: 2167-1168 JNC, an open access journal
Page 41
Notes:
Euro Nursing 2016
October 17-19, 2016
conferenceseries.com
15th Euro Nursing & Medicare Summit
October 17-19, 2016 Rome, Italy
The use of simulation to improve knowledge retention in junior-level Bachelor of Science in
nursing students studying cerebral vascular accident
Debra Parker
Indiana Wesleyan University, USA
Retention of classroom learning is foundational to clinical reasoning and adequate practice for student nurses particularly
when confronted with critical clinical situations such as acute stroke. Simulation has been successful in developing clinical
reasoning, however little is knownwhether it helps retention of key classroommaterial or not.This cross-sectional interventional
project examined the use of simulation to improve knowledge retention in junior-level BSN students of classroom material
about stroke. The intervention group was exposed to a simulation scenario along with usual classroom lecture and reading.
Retention of classroom material was assessed in intervention and control groups by pretest and repeated post-test at one and
six weeks. 141 participants were enrolled from a gerontology course, who were taught over fall and spring semesters. Mean
delayed post-test scores of the intervention group (n=76, m=15.64 and SD 2.62) were significantly higher than the control
group (n=65, m =14.35 and SD 2.35), (t(139)=-0.3054, p=0.003), with a moderate effect size Cohen’s d=0.52, indicating the
simulation experience increased retention of classroom didactic material. Sample demographics revealed the older the student,
the higher the delayed post-test mean score (rho=0.220, p=0.009) and traditional students had lower mean scores overall than
transition to nursing (TTN) students (r=-0.193, p=0.022). There was a significant difference (p<0.05) between delayed mean
post-test scores between traditional (n=110) and TTN students (n=31), however, due to inequality in numbers this must be
interpreted with caution. Use of simulation increased retention of classroom learning in BSN students.
Biography
Debra Parker received her Doctor of Nursing from Indiana Wesleyan University in the USA. She has worked as a Nurse Educator for 6 years and working as a
Critical Care Registered Nurse for 34 years in Management.
Debra Parker, J Nurs Care 2016, 5:8(Suppl)